Reflection Three Ipad-Digital technology
J, a student teacher decided
to bring her Ipad to the centre for the children to play with. J loves ICT and
I feel she likes to share her knowledge to the children. She is an asset to the
centre as her inputs are valued. I feel this is what technology is all about in
an early childhood setting. Technology is about learning fresh skill with the
resources provided, (Scholl, 2005).
Using an Ipad properly ensures the child that
this device is a part of the learning background for the future. Getting down
to the child’s level: using this moment to teach the child how to use an Ipad,
and at the same time empowering the child to experience greater control and
participation in their learning (MacNaughton & Williams, 2009).
According to Ministry of Education (1996) such
concept is embedded within the principals and strands of the curriculum. The
children are empowered to learn and grow; each child’s contribution is valued,
children develop sensory motor skills by using tools (Ipad). Although I have my
own perception of technology, the New Zealand Curriculum’s aspiration is for
children to grow up to be competent and confident learners in society (Ministry
of Education, 1996).
Children
are obviously using this time to make connections with modern technology: make a contribution to the centre by sharing
their own experiences to their peers. I feel strongly about introducing
children in my centre these new devices, such as Ipads, as I need to be fully
trained to make sure technology is used effectively (Smorti, 1999 Autumn).
I am aware of the fact that
technology devices can make tasks more manageable and learning more meaningful;
I declare that I am unable to take full advantage of technology as a tool. I
assume the Ipad works with a touch of a button which means there is an accuracy
process involved and downtime. This is the information I have gathered by
observing J and the children on that particular day at the centre.
Although I have noticed the
children having a positive interaction: they were having fun, I feel that they
were learning too fast. I’m not too sure whether all the children understand
the concepts of technology. This uncertainty leads to my own concerns such as;
what will happen to children’s learning if they move to a setting that has no
access to technology? Are they able to keep up with the changes and what about
the cost involved? There are some childcare programmes using technology in many
creative ways for example sending digital photos of children to parents, whereas
other centres cannot afford to use technology.
In my practice we have
centre policy in terms of using technology and the staff members are compliant
to follow and implement. The children also have access to a computer but not
Ipad. When a child prefers to play on a
computer, a teacher provides teaching strategy to maximise their learning, for
example playing games with a friend or constructing a big tower using blocks. These
activities provide the children with the opportunity to learn a range of social
skills that enable them to approach others positively (Mindes, 2006).
Additionally children are encouraged to
develop confidence in them and be able to continue acquiring new knowledge and
skills (Ministry of Education, 1996).
According to Smorti (1999
Autumn) technology is about helping people: solving problems and in relation to my own
theory of technology, playing with a friend in a sandpit using kitchen utensils
or playing with blocks are more meaningful learning opportunities to children
than playing with Ipads.
Reference List.
MacNaughton, G., &
Williams, G. (2009). Techniques for teaching
young
NSW, Australia: Pearson Prentice Hall.
Mindes, G. (2006).
Social studies in kindergarten. In D, F. Gullo (Ed.), K today
Teaching
and learning in the kindergarten year
(pp. 107-115). Washington,
DC: National Association for the
Education of Young Children.
Ministry of Education.
(996).
mokopuna o Aotearoa: Early childhood curriculum. Wellington, New
Zealand: Learning Media.
Scholl, M. (2005).
Social studies in action. Young children,
62(4), 1-5.
Smorti, (1999 Autumn)
Technology in early childhood. Early
education, 19.
.
Kia Ora Daphne!
ReplyDeleteIn reading your reflection, it is interesting to see you discuss the use of I-pads within your centre, as it seems to be a growing trend within schools, not only in the early childhood sector. I agree with the comment that was made about having this technological tool as a teachable moment for educators, where educators are able to come down to the children’s level and enhance their knowledge of the different concepts within the tool through discussion and encouragement of their self-control in using it. Thumbs up to your student teacher who evidently loves to share her knowledge of technology with the children. It would have been awesome to see you reflect on your own practice and experience with the children in regards to the tools, although it was satisfying to see that you were questioning the uses of I-pads within early childhood settings. I agree with you that educators have a role in providing strategies for learning that will enable children to reach their potential learning abilities, as this could be a way to encourage children to interact and communicate effectively with their peers and adults. Overall, accomplishing the use of new technological tools not only helps children to learn and acquire new concepts and skills, but also for us as educators also. Ka pai Daphne!
Talofa lava Daphne and thanks for sharing your perceptions and experiences about the importance of technology, as a teaching and learning tool in your early childhood centre. What a way to learn about technology,through an “ipad”! Your children are so lucky to have access to an ipad and I appreciate the fact that this student teacher is willing to share her ipad with the children. This showed how “New Zealand is part of a world revolution in communication, technology, work, and leisure. Change in these and other spheres is a feature of everyday life” (Ministry of Education, 1996, p. 18) so allowing the children access to it speaks volume about how there is no limit to technology and children ‘s learning. The student teacher understands this and is therefore responding to this by teaching children how to use the equipment to their own advantages. It was also good to know that the children had fun and enjoyed the ipad even though you personally had your own reservations as they might be going too fast with technology and therefore do not understand it. I think, that sometimes we underestimate our own children based on own experiences but these children are growing up in a different era where technology is piloting almost everything that we do. I think that it was a good thing that your children got introduced to this piece of technology so that they could extend their learning and explore more in life! Mālō ‘aupito Daphne.
ReplyDeleteReferences
Ministry of Education. (1996). Te Whāriki: He whārikimātaurangamo ngamokopunao Aotearoa. Wellington, New Zealand: Learning Media.